Аннотация
Introduction This study explores the professional readiness of future social pedagogues by examining the perceived relationship between educational preparation and professional expectations. Methods An explanatory sequential mixed-methods design was employed, combining survey data from 163 students enrolled in social pedagogy programs with semi-structured interviews conducted with 20 in-service social pedagogues. Results Quantitative findings indicated generally high levels of academic engagement and motivation among students. Qualitative results highlighted the importance of socio-emotional competencies, practical experience, and institutional conditions in shaping professional readiness. Discussion The integration of findings suggests that professional readiness should be understood as a multidimensional construct emerging through the interaction of educational experiences and professional socialisation processes. The study proposes an integrative framework for analysing professional preparation in social pedagogy and provides implications for practice-oriented curriculum development.